PBIS Sustainability

1. PBIS Sustainability Adapted from George Sugai and Susan Barrett John Beach john.beach@isd477.org Elementary Principal Princeton North Elementary

2. Outcomes – Questions to Answer • What are we sustaining? • What are the Big Ideas around sustainability? • What are some examples and ideas to encourage sustainability over time?

3. Sustainability = Organizational capacity for & documentation of • Durable results with • Accurate implementation (>90%) of • Evidence-based practice across desired • Context over • Time w/ • Local resources & • Systems for continuous regeneration

4. Effective Academic Instruction Effective Behavioral Interventions POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS) = Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation

5. CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound • Special Education Audit • Identify existing practices by tier • Specify outcome for each effort • Evaluate implementation accuracy & outcome effectiveness • Eliminate/integrate based on outcomes • Establish decision rules (RtI) ~5% ~15% SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

6. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Supporting Social Competence & Academic Achievement Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. “What do we want to see?” - Examples include: defining school goals for academic achievement and social competence and PBS Purpose Statement. OUTCOMES

8. SWPBS OUTCOME Questions Are outcomes important to stakeholders (i.e., student, family, school, district, state)? Are outcomes realistically achievable? Are outcomes relevant to stakeholder needs? Is achievement of outcomes supported with adequate resources? Is outcome progress measurable & measured on continuous basis?

9. Data: information that is used to identify current status, the need for change, and the effects of interventions. “What do we currently see and know?” - Examples include: gathering and summarizing office referral data, reviewing data at SW-PBS team meetings, and making decisions about what social skills lessons to teach next. Supporting Decision Making DATA

10. Practices: interventions and strategies that are evidence based. “What practices could effectively, efficiently, and relevantly achieve what we want to see?” - Examples include: using direct instruction to teach social skills and implementing a school-wide system to recognize student use of social skills. PRACTICES Supporting Student Behavior

11. Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBIS. “What needs to be in place to support (a) the informed adoption of practices and (b) full implementation that is contextualized, accurate, and sustainable?” - Examples include: providing all staff professional development to use school-wide expectations when teaching and respectfully redirecting students. Supporting Staff Behavior SYSTEMS

12. Continuum of Support for ALL “Matt” Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

13. 17 SWPBIS Practices School-wide Classroom Family Non-classroom Student

14. All students and staff members, across all settings Administrative leadership and support Common behavior purpose and approach to discipline led by a building SW-PBS leadership team Clear set of positive expectations and behaviors Procedures for teaching expected behavior school-wide and classroom-wide Continuum of procedures for encouraging expected behavior (this is the R word – Rewards/ Reinforcement) Continuum of procedures for discouraging inappropriate behavior Procedures for on-going data-based monitoring and evaluation School-wide

15. Settings in which the primary emphasis is on supervision and monitoring (e.g., sporting events, lunchrooms, hallways) • Positive expectations and routines taught and encouraged/acknowledged • Active supervision by all staff, emphasizing scanning, moving, and interacting • Pre-corrections, prompts, and reminders • Positive feedback Non-classroom

16. Settings in which delivery of • instruction is emphasized • All Schoolwide components • Classroom expectations/rules identified, taught, and acknowledged • Classroom routines identified, taught, and acknowledged • High rates of positive feedback (e.g. 4 positives to 1 corrective) • Active teacher supervision • Respectful redirection and error correction • Multiple opportunities to respond • Activity sequence and offering students choice • Ensuring academic success by adjusting task difficulty Classroom

17. Engaging and supporting family participation and access to resources of the school • Continuum of positive behavior support for all families • Frequent, regular, and positive contacts, communications, and acknowledgements • Formal and active participation and involvement as equal partners • Access to system of integrated school and community resources Family

18. Individual students whose behaviors are not responsive to school-wide or primary tier prevention • Behavioral competence at school and district levels • Function-based behavior support planning • Team- and data-based decision making • Targeted social skills and self-management instruction • Individualized instructional and curricular accommodations • Comprehensive person-centered planning and wraparound processes Student

19. 10 Ways You Can Promote and Sustain PBIS

20. 1. Get honest about issues or concerns in your building Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process “Community of Practice” Tools: Self Assessment, TIC, SET, ODRs, climate surveys, satisfaction surveys Provide data summaries within a week of return – decide best approach to deliver feedback

21. 2. Develop precision statements Key to being efficient with limited resources

22. From primary to precise Primary statements are vague and leave us with more questions than answers Precise statements include information about the 5 “Wh” questions: What is the problem and how often is it happening? Where is it happening Who is engaging in the behavior? When is the problem most likely to occur? Why is the problem sustaining?

23. 3. Elements to the data process A. Establish A Coherent Process for Discipline Behavior definitions Minor vs. Major Written procedures for staff Flow chart showing process Office referral form ( includes possible motivation) Other tracking forms Time during staff meetings to get agreement, learn about process and follow through all year!!

24. B. Computer Application Easy, efficient Able to generate reports quickly Available in picture form (bar graphs) Custom Reports

25. C. Data For Decision Making Generate reports for various meetings Build Precision Statements Determine Intervention Track Data, Continue, Modify, Terminate Share with Faculty Celebrate!!!!!

26. 05% 20% 11% 22% 84% 58%

28. 4. Recommit each year!! Develop and recommit to team process and PBIS process with staff Ask for buy-in each year Showcase results and form a plan that addresses trends seen from this school year

29. Staff Tiger Pride Pledge We pledge our support for Tiger Pride (Positive Behavior Supports) at North Elementary. By pledging our support, we are saying that we will work to create predictable, positive, effective, achieving, and caring school and classroom environments for all students, staff, and parents. This includes the following: • Defining expectations • Teaching expectations • Monitoring expected behavior • Acknowledging expected behavior • Pre-correct and correct behavior errors • Actively supervising classroom and nonclassroom settings • Supporting behavioral and academic targeted interventions • Open and honest communication between staff, parents and students

30. 5. Develop marketing plan Develop marketing plan to renew commitment - how will you keep it novel new and a priority in school and community? Continue to make it a priority - admin crucial - needs to continue to be a top school improvement goal As it becomes standard practice it will be easier each year

31. 6. Acknowledge staff Acknowledge staff for their work and investment in the process Make it meaningful for your staff

32. North Staff Recognition

34. Tiger Torch

36. 7. Educate staff about evidence-based practice “Staff as consumers” of evidence based practices- with an average of 14 initiatives going at any one time in schools, educators must be able to say no to new practices that are unnecessary Best practices should not go away with when we get new leadership - with data, we can make informed decisions about effective and ineffective practices that fit into each school’s culture

38. Tiger Pride Shirts

43. Northview Jr. – Osseo

44. Bloomington - Elementary

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